Abstract

This study examined teachers’ awareness, perception and utilization of learning style indicators as predictors of students’ achievement in Basic Science. There is a need to use learning styles assessment tools that help identify and assess the most preferred way students learn to create awareness of learning among teachers and students. A sample of 600 students and 30 teachers was employed using a simple random sampling method. Seven research questions guided the study, and a self-developed four-point Likert structured questionnaire was used to collect data. The questionnaire had a reliability coefficient of 0.91, 0.77, 0.86 and 0.76, respectively. Data collected for the study were analyzed with simple frequencies, percentages, mean, standard deviation and multiple regressions. Teachers’ utilization of the Learning Styles indicator was the variable that strongly predicts students’ achievement in Basic Science. Though teachers’ awareness and perception of learning styles were high it does not affect academic performance in Basic Science. Therefore, it was recommended that teachers consider their students' diverse learning styles and instructional design methods that take care of those diversities and remain sensitive to such during instruction.